Download Ebook Cambridge Primary Science 1st 2nd Edition 2021 (6 Levels): Activity Book, Learners Book, Workbook, Skills Builder, Teachers ResourceDownload Ebook Cambridge Primary Science 1st 2nd Edition 2021 (6 Levels): Activity Book, Learners Book, Workbook, Skills Builder, Teachers Resource
CAMBRIDGE Primary Science Learner’s Book Fiona Baxter & Liz Dilley University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence www.cambridge.org Information on this title: www.cambridge.org/9781108742726 © Cambridge University Press 2021 This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press First published 2014 imprints to be updated Second edition 2021 20 19 18 17 16 15 14 13 12 11 10 Printed in ‘country’ by ‘printer’ A catalogue record for this publication is available from the British Library ISBN 978-1-108-74272-6 Paperback Additional resources for this publication at www.cambridge.org/delange Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i)ỵ where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii)ỵ where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii)ỵ where you are allowed to reproduce without permission under the provisions of Chapter of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions Introduction Introduction Welcome to Stage of Cambridge Primary Science We hope you will enjoy using this book and find out how interesting and exciting Science can be People have always asked questions about things they observed and looked for answers to their questions For example, in Stage you will find the answers to these questions: • Why does our heart beat? • How does our body protect us against diseases? • How can people harm food chains? • How can we tell if a chemical reaction has taken place? • How rocks and fossils form? • How huge ships manage to float on the ocean? • What is the difference between a series circuit and a parallel circuit? • What causes rainbows? • Why does the Moon look different at different times of the month? • How does the Moon stay in orbit around the Earth? You will work like a scientist to find the answers to these questions You will also ask your own questions to investigate We have included a variety of different activities and exercises for you to try Sometimes you will work with a partner or work in a group You will be able to practise new skills such as drawing and interpreting circuit diagrams, presenting results on a scatter graph and interpreting food webs As you practise these new skills, you can check how you are doing and also challenge yourself to better You will be able to reflect on how well you have worked and what you could differently next time We use science in our lives every day You will see how science knowledge is important when we discuss issues such as pollution and the spread of diseases You will learn about some of the things that scientists in the past discovered and invented and how scientists today are still improving on these designs You will also see how people use science to divide the year up into months We hope you enjoy thinking and working like a scientist Fiona Baxter and Liz Dilley iii Contents Contents Page Unit iv Science strand Thinking and Working Scientifically strand Science in Context viii Working like a scientist The human body Biology Structure and function Life processes Models and representations Scientific enquiry: purpose and planning Carrying out scientific enquiry Analysis, evaluation and conclusions Describe how scientific knowledge and understanding changes over time through the use of evidence gained by enquiry 35 Materials: properties and changes Chemistry Properties of materials Changes to materials Scientific enquiry: purpose and planning Carrying out scientific enquiry Analysis, evaluation and conclusions Identify people who use science, including professionally, in their area and describe how they use science Describe how science is used in their local area 63 Rocks, the rock cycle and soil 3.1 Igneous rocks 3.2 Sedimentary rocks and fossils 3.3 Metamorphic rocks and the rock cycle 3.4 Soil Earth and Space Planet Earth Cycles on Earth Models and representations Scientific enquiry: purpose and planning Carrying out scientific enquiry Identify people who use science, including professionally, in their area and describe how they use science 97 Food chains and food webs Biology Ecosystems Models and representations Carrying out scientific enquiry Analysis, evaluation and conclusions Discuss how the use of science and technology can have positive and negative environmental effects on their local area Use science to support points when discussing issues, situations or actions Contents Page Unit Science strand Thinking and Working Scientifically strand Science in Context Forces and electricity 5.1 Mass and weight 5.2 The effects of forces 5.3 Floating and sinking 5.4 Different circuits and circuit diagrams Physics Forces and energy Describe how scientific knowledge and understanding changes over time through the use of evidence gained by enquiry 142 Light and the Solar System 6.1 Reflection 6.2 Refraction 6.3 The Solar System Physics Light and sound 168 New science skills 174 Glossary 180 Acknowledgementts 112 Electricity and magnetism Models and representations Scientific enquiry: purpose and planning Carrying out scientific enquiry Analysis, evaluation and conclusions Models and Describe how science is representations used in their local area Scientific enquiry: purpose and planning Carrying out Earth and scientific enquiry Space Earth in Space Analysis, evaluation and conclusions v How to use this book How to use this book In this book you will find lots of different features to help your learning What you will learn in the unit Questions to find out what you know already Living Things Important words and their meanings function protect organs support muscles length An investigation to carry out with a partner or in groups These questions help you track your progress A fun activity about the science you are learning vi 14 How to use this book Questions to help you think about how you learn This is what you have learnt in the unit At the end of the unit, there is a project for you to carry out, using what you have learnt You might make something or solve a problem Questions that cover what you have learnt in the unit If you can answer these, you are ready to move on to the next unit vii Working like a scientist Working like a scientist We can work like scientists and use the five different types of scientific enquiry to find answers to different kinds of science questions Research Sometimes we cannot find the answer to a scientific question in a direct way, such as by doing an investigation This might be because it is impossible or unsafe to Instead, we can research to find the information we are looking for We can use books, use the internet or watch videos These are called secondary sources of information We can use this type of scientific enquiry to: • find out about new scientific discoveries, such as how the coronavirus virus is spread, or discoveries made in the past, for example how scientists first invented batteries • build on our knowledge of a topic, such as finding out about the respiratory systems of different vertebrates • compare information from different sources and decide which answer is best, for example finding out how different factors can affect pulse rate, or the effects of harmful substances in food chains • help us realise that sometimes there are questions that scientists don’t yet know the answers to For example, why does the force of gravity only pull and not push? Fair testing In a fair test we change one factor or variable and keep all the others the same, to try to answer a scientific question By changing only one variable, we know that no other variable will affect the results of the test For example, if we investigate the question in Unit 2, ‘does water temperature affect the rate of dissolving?’ then: • the water temperature is the independent variable that we change viii Working like a scientist • the time it takes the solute to dissolve is the dependent variable that we measure • the amounts of water and solute and number of times we stir the solution are the control variables that we keep the same Observing over time In investigations we often need to observe changes caused by things we How often we need to observe depends on the changes we are looking at We can see some changes straight away, such as the formation of a gas when we mix vinegar and baking soda If we observe what happens to our breathing rate when we exercise, we can see the change in a few minutes Observing changes in nature can often take longer We will need a month to observe the changes in the Moon’s appearance as it orbits the Earth first quarter waxing gibbous waxing cresent C D sunlight B Earth full E H F waning gibbous new A G third quarter waning cresent ix Working like a scientist Identifying and classifying Identifying is the process of naming something, for example the different types of blood vessels in the human body We can name them because they have features we recognise, such as the thickness of the blood vessel wall We classify objects, materials and living things in groups by observing the ways in which they are different We can usually classify these things by asking a series of ‘yes or no’ questions For example, we can use a key to find out the type of igneous rock in a sample we have found igneous rocks can you see the crystals with the naked eye? yes no rock is an intrusive igneous rock, e.g rock is an igneous rock, e.g basalt Pattern seeking Pattern seeking involves observing, recording and analysing data The patterns we observe can help us to identify a trend or relationships between one or more things We often find patterns in nature where we cannot easily control the variables For example: ãỵ a pattern linking mass of an object with its weight ãỵ a pattern between the time a planet takes to travel around the Sun and its distance from the Sun Mercury Venus Saturn Neptune Mars Earth Jupiter Asteroid belt x Uranus The human body 1.1 The circulatory system We are going to • describe the parts of the circulatory system and their functions • learn that the circulatory systems of other animals are similar to ours • measure pulse rates and record results in tables • make a prediction and plan a fair test on the effect of exercise on pulse rate • use results to say if the prediction was accurate • describe any patterns in results and use results to make a conclusion • find information to answer a scientific question • ask a question to investigate and find the answer blood blood vessels carbon dioxide circulation circulatory system heart oxygen pressure pulse 1.1 The circulatory system Getting started The parts inside your body are called organs The body organs different jobs to keep you alive and healthy Discuss these questions with a partner Be prepared to share your ideas with the class Which organ is found in the head? Which organs are found in the chest? Which organ pumps blood around the body? Name two organs in the digestive system Parts of the circulatory system The circulatory system carries food and oxygen to all parts of your body It also carries waste substances that your body does not need The circulatory system has three main parts: • the heart • blood vessels • blood to body The heart Put your hand on your chest Can you feel your heart beating? Why does your heart beat? to lungs Make a fist with your hand That’s how big your heart is Your heart is found inside your chest, slightly to the left It is protected by the ribs Your heart is a special muscle Its job is to pump blood through your body This process is called circulation Every time the heart muscle contracts to pump blood, you can feel a heartbeat It takes less than a minute to pump blood to every part of your body The heart does this all the time and never stops blood carrying oxygen from lungs blood without oxygen from body The human body The heart has two sides The left side heart pumps blood that contains oxygen all around the body The right side pumps blood without oxygen to the lungs only The drawing shows the flow of blood in the heart When you look at the drawing, remember that the left side of the drawing shows the right side of the heart and the right side of the drawing shows the left side of the heart Why must the pump blood around the body? Blood vessels and blood Blood is a red liquid that flows around the body The blood carries food particles and oxygen to all parts of the body It also picks up waste products, such as carbon dioxide, from the body and carries them to organs which can get rid of them Carbon dioxide is a waste gas that the body must get rid of The kidneys and lungs are body organs that help the body get rid of waste products heart lungs Blood moves through the body in the blood vessels Look at the inside of your wrist Sometimes you can see the blood vessels through your skin There are three kinds of blood vessels: • arteries • veins • capillaries blood without oxygen blood carrying oxygen from the lungs 1.1 The circulatory system Each kind of blood vessel has a different structure and function in the body The blood vessels run from the heart to the lungs, around the body and back to the heart Blood always moves along the same pathway in the blood vessels Artery – carries blood containing food and oxygen away from the heart to the body Capillaries – joins arteries and veins Very narrow with thin walls to allow substances like oxygen and food to move through them Small artery Small vein • The heart pumps blood in arteries to the lungs to pick up oxygen Thick elastic • The oxygen-rich blood travels muscular wall back in veins from the lungs to the heart These are the only veins that carry blood with oxygen Thin elastic muscular wall • The heart pumps the oxygen-rich blood in other arteries to the rest of the body Vein – carries blood containing wastes, such as carbon dioxide, from the body towards the heart • The blood from the rest of the body, which is now low in oxygen, travels back to the heart in veins Questions a What does the heart do? b Why does it this? What is a heartbeat? Why does the heart pump blood to the lungs before it pumps blood to the rest of the body? Why we need three different types of blood vessels? Describe to your partner the pathway of blood around the body Make a cycle diagram to show this pathway The human body Circulatory systems of other animals Many vertebrates have a similar circulatory system to ours The pictures show the circulatory systems of a fish, a frog and bird FISH FROG BIRD gill capillaries lung and skin capillaries lung capillaries artery artery artery vein heart vein heart heart vein body capillaries body capillaries body capillaries Activity Compare circulatory systems of some vertebrates Work with a partner Look at the drawings of the circulatory systems of different vertebrate animals, then discuss the questions Which parts of the animal circulatory systems are the same as the human circulatory system? How are the animal circulatory systems are different to the human circulatory system? Explain this to a partner How am I doing? Answer ‘well’, ‘okay’ or ‘I need help’ to each of the questions below How well can I: • identify the parts of the circulatory system in humans and other vertebrates? • explain how the animal circulatory systems are different to the human circulatory system? 1.1 The circulatory system Heartbeat and pulse Your heart beats about 90 times a minute When you are grown up it will beat about 70 times a minute When you run around, your body needs a lot more food and oxygen The more active you are, the more often your heart needs to beat to supply enough food particles and oxygen from the blood You can count your heartbeats by feeling your pulse Your pulse is caused by the pressure of the blood as the heart pumps it to the rest of the body Two good places to find your pulse are on the side of your neck and the inside of your wrist When you find your pulse you will feel a small beat under your skin Each beat is caused by the contraction of your heart muscle Think like a scientist Measuring pulse rate You will need: a watch or timer that can time seconds Find your pulse on your wrist or neck Count how many beats you feel in one minute Repeat this three times Record the results in a table Is the number of beats the same each time? Compare your measurements with others in your class The human body Continued Questions What is the difference between heartbeat and pulse? Did everyone in your group have the same pulse rate? Why you think this is? Work out your average pulse rate from the measurements you made Which type of scientific enquiry did you use in the investigation? I could feel my heart beating faster after I ran to catch the school bus this morning How am I doing? Choose a card to answer the questions How well can I: • measure pulse rate? • explain the difference between heartbeat and pulse? I get it! I can even explain to others I need a little more help I don’t understand it I need a lot of help 1.1 The circulatory system Think like a scientist How does exercise affect pulse rate? Plan a fair test investigation to find out how doing exercise affects our pulse rate a Make a prediction to answer the question you are going to investigate Say why you made this prediction b How will you test your prediction? Identify the variables in your investigation that you will: • measure • change • keep the same Identify the equipment you will need Decide how you will record and present your results Carry out your investigation and present your results Questions Was your prediction correct? Describe any pattern you could see in the results What conclusion could you make from your results? Which two types of scientific enquiry did you use in the investigation? Explain your answer How are we doing? As a group, choose one the faces as your answer to each of the questions or or Could we make a prediction with reasons? • Could we identify the different variables in the investigation? • Could we choose suitable materials and equipment to use? • Could we say how to record and present our results? • Did we work together to plan and carry out the investigation?